S ING 1003232 Chapter5

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46 Seruni Gita Arantxa, 2016

AN ANALYSIS OF TURN-TAKING PATTERNS IN ENGLISH CLASSROOMS IN JUNIOR HIGH SCHOOL IN BANDUNG

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents conclusions and suggestions. This part is categorized as the

last chapter. Some suggestions are offered to the next researchers who are

interested in analyzing turn-taking patterns in classroom interaction.

5.1 Conclusions

This study attempts to investigate turn-taking patterns in English classroom

interactions. The classrooms consist of a teacher and 30 female and male students

in each class. Firstly, it identified turn-taking patterns that occurs in the classroom

by observing the video recording teacher-students’ interactions. Secondly, it

analyzed the factors that influence turn-taking pattern in the classroom by seeing

the highest occurrences in the patterns.

The first issue was identified by classifying the data into the patterns that

proposed by Sacks et al. (1974). There are three types of turn-taking patterns that

occurred in this research namely Self-Select (SS), Current Speaker Selects The

mathematic classroom is SS pattern and it is used to answer an indirect question

that given by the teacher, repair an answer, and also ask a question. In addition,

the data found that there are three out of 59 occurrences of SS pattern which aim

to comment and interrupt. Mostly, this pattern is used by male students. It

indicates that male students are more dominant than female in self-selecting

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46 Seruni Gita Arantxa, 2016

Furthermore, CS2TNS is the second pattern that appears in the classroom

interactions. The dominance is the teacher who uses this pattern in 19 out of 26

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students. Followed by CSC pattern, it only occurs nine times and all of the

occurrences are employed by the teacher. This pattern aims to provide questions

and instructions and also to clarify previous statements.

Based on the classification, the second issue is discovered. The factors that

influence turn-taking patterns in English classroom interactions are gender and

power differences. The factor of gender is found by the dominance among female

and male students in the patterns. Male students dominate in SS pattern whereas

female students more often occur in CS2TNS pattern. Male students dominate by

self-selecting themselves to contribute in the interactions. Female students cannot

be said dominate in CS2TNS because it only happens in one female students, it

teacher asks indirectly. Besides, they use it to perform a repair and ask a question.

Based on the data, giving comments and interruption are not the main purpose in

turn-taking by the students. Male students tend to be more dominant than female

students. However, the teacher controls the interactions by asking a question and answering students’ question.

5.2 Suggestions

Conversation analysis has many elements that can be analyzed. With the respect

of the limitation of time and capability, this study provides only two elements of

turn-taking; the patterns and the factors that influence the patterns. Thus, this

study still needs improvement. It is suggested that the further research investigates

turn-taking pattern in another types of conversation. It can be in casual-social or

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in other informal conversation. Besides, this study found that two factors that

influence turn-taking pattern in classroom interactions; gender and power

differences. Furthermore, the factors can be analyzed in depth and in different